The end of the year and graduation is almost upon us. In addition to Commencement 2013, we have two major events ahead of us: Springfest and the visit by the architects who will do the concept phase of the student union. These events will involve UIS students, staff and faculty, and I hope, will continue to bond us as a community. These type of activities always bring out the best in our community. It is also a period in which new students are being admitted and returning students are registering for classes.

During the past several semesters, we have seen a decline in the number of undergraduate students returning to UIS. In order to reverse the decline, we asked the Center for State Policy and Leadership to conduct a research study and contact all of the students who did not return to UIS to see if we could discover the reasons they left.

The Survey Office was able to get a response from 177 students, or approximately 25 percent of the students who did not return. The results can be summarized as follows.
Using survey responses, the analysis was able to identify three distinct student groups:
• One group (A; n=38)was comprised of the youngest and most likely to be identified as traditional students. They were enrolled at UIS on average the shortest amount of time, were the most likely to have received financial aid in all of its forms (although with the lowest amount of student debt), and come from families with higher income.
• A second group (B; n=43) consisted of the oldest students who had higher GPAs, were the least likely to be identified as traditional students and to have received financial aid, and were by far the most likely to have been enrolled in an online degree program at UIS.
• A third group (C; n=65)was comprised of students who fell between Groups A and B on age, traditional status, and financial aid. These students were enrolled at UIS the longest on average and had the lowest average GPA.

Time Spent at UIS
The survey asked respondents to evaluate a number of likely aspects of their experience while attending UIS. These included academic engagement (related to communicating with professors, spending time in the library, talking about school with others, finding a place on campus), non-academic engagement (time outside classes, participation student organizations, holding a campus job, socializing with others), and social support (family support, support from faculty/staff).

• The majority of Group A members reported high levels of academic engagement and social support while attending UIS, and were also the most likely to report non-academic engagement.
• Group B members (excluding those in online degree programs) had much less engagement than the other two groups with activities on campus of any kind, and while they expressed being socially supported, their levels were slightly lower than for Groups A and C.
• Most Group C members reported high levels of academic engagement as well as social support. But, only a fifth reported any non-academic engagement.

Discontinuing Enrollment at UIS
The survey included two sets of questions on reasons for stopping out. One set asked directly about reasons for leaving, the other about aspects of attending UIS that may have been experienced negatively.

• The majority of individuals in all groups combined did not leave UIS due to issues associated with the academic value of their education, with academic difficulty, or with offensive treatment.
• Group A reported leaving UIS because of a poor fit with the school more than any other reason. In particular, three-fourths of them said that finding a school that better fit their needs was a “major reason” for leaving.
• Group C left because of job demands, family demands, and poor fit (although only, in this last case, with respect to affordability and needing a break from school). More than half of this group reported that needing to work more and make more money was either a “major reason” or “somewhat a reason” for why they stopped out.
• Group B stopped their enrollment mainly due to job and family demands.

Future Expectations
Students were asked about their current situation, both in terms of continuing their education as well as the direction that they believe that their lives are headed.

• Almost half of the sample reported that they have enrolled somewhere else, and slightly more than a third of these have completed their degree. Enrollment somewhere else was much more likely for Group A than for either Group B or Group C. Group A was also considerably more apt to indicate that they have seriously looked into going back to college.
• Close to 40 percent of individuals in the sample said that they could not afford college “at the present time.” This was more likely for Group C than for Group A or Group B.

Online Students
• The online students in the survey sample tend to be older, employed, have higher levels of income, and not to have enrolled elsewhere, compared to the on-campus students in the sample. All of the online students were transfers.
• Social reasons (recommendations from family/friends; knowing would be admitted) for attending UIS played a significantly smaller role for online students than on-campus students.
• In general, finances played a small role in the decisions of online students. They were less likely than on-campus students to say that finances affected their decision to attend UIS and less likely to say that finances affected their decision to leave (although this second finding is not statistically significant).
• Online students reported significantly lower levels of academic engagement while attending UIS than did on-campus students.
• Compared to on-campus students, online students were significantly less likely to say that poor fit with UIS was a reason for leaving. They were more likely to point to family demands as an influence on their decision to stop out. Even though academic value overall did not affect their decision to exit, one aspect of value did distinguish them from on-campus students. They were more likely to report that they did not enjoy some of the classes they completed.
• In regard to their current situation, online students were less likely than on-campus students to have reenrolled elsewhere, but the two groups did not differ on things that are at present keeping them from going back to school.
Transfer Students
• More than three-fourths of survey respondents were transfer students. Analysis indicated that this group could be further divided into two types. One type (Transfers X) are younger and less likely to be employed than the other type (Transfers Y), thus making Transfers X similar to the traditional students in the sample. Both groups of transfer students were significantly more likely to be white/non-Hispanic than the traditional student group in the sample. This was the only significant racial/ethnic difference in any of the analyses.
• Transfers X were more likely to have reenrolled elsewhere, again like traditional students, and to have finished their degree, although not at the higher rate of traditional students.
• Transfers Y received significantly less financial aid per credit hour than either Transfers X or traditional students.
• Transfers X reported parental influences on their decision to go to college at a higher rate than Transfers Y, but the rate for both groups was still significantly lower than that for traditional students.
• Transfers Y were considerably more likely than both Transfers X and traditional students to report that the opportunity to major in a particular subject was a major reason for attending UIS. Transfers Y were significantly less likely than the other two groups to say they attended UIS for social reasons (recommendations of family/friends, knowing would be admitted).
• Transfers X were more likely than Transfers Y and less likely than traditional students to report being academically engaged while at UIS. Transfers X also reported higher levels of social support while at UIS than either of the other two groups.
• Job demands were more important in the decision to stopout for Transfers Y than for either Transfers X or traditional students.
• Both groups of transfer students were much more likely than traditional students to say that they were not able to afford college at the time of the survey. And Transfers Y were more likely than Transfers X or traditional students to say that family commitments were keeping them from going back to college.

While the results have not given us a magic bullet to improve retention, we do have a better understanding of reasons students are not returning to UIS. Over the next several months, the Survey Research Office will conduct additional research to see if there are predictors among any of the three groups that might help us address specific issues. Any thoughts or ideas that you have from these results would be greatly appreciated; please feel free to share them with me.

In closing, I want to thank all of you for another good year, your hard work, commitment to UIS, and making “Students First,” all of which have played a significant role in helping retain the students who do return.

Computer Science Professor Keith Miller is the grand marshal for this year’s Commencement.

Each year, faculty and students from each academic program choose a graduating student to serve as program marshal. These students, who best exemplify the goals and spirit of their programs, are identifiable at the ceremony by the gold stoles they wear.
The grand marshal who leads the commencement procession is a faculty member, chosen each year by a vote of his or her colleagues.

The format of this year's retreat will be very much the same as last year Student Affairs retreat. This format allows SA personnel the opportunity to choose and attend workshops that they are interested in and learn more about. Therefore, the Student Affairs Professional Development Committee is seeking your input related to workshop topics based on one of the five division's strategic initiatives: Multicultural Competence.

Multicultural Competence:
• Create an environment that encourages self-awareness and self-knowledge.
• Demonstrate a commitment to diversity and inclusion.
• Create diverse, inclusive communities that enhance student connectedness.
• Successfully integrate the concept of inclusion into each student experience.
• Students will engage with understanding of which they are in this world and how they relate to others in this world.

This call is for all Student Affairs staff interested in organizing one of the workshops for the retreat. The workshop format (invited speakers, panel discussion, etc.) is completely up to the workshop organizers. Each workshop proposal should adhere to and support strategic initiative of multicultural competence by demonstrating how they will accomplish it.

Proposal submission: Proposals should have a title, brief description of 100 words or less (suitable for printing) and a complete explanation of 500 words that explains format, learning goals, and how it fits the theme of the retreat.

Please fill out this online form including workshop format and presentation needs. Each workshop will be 45 minutes. Please make sure your workshop will conclude promptly to allow attendees to attend their next session. https://illinois.edu/fb/sec/8342577
Submission deadline: Proposals are to be submitted by May 2, 2013.

Questions: If you have any questions regarding this call for workshop proposals, please contact Jeannie Capranica, 206-6584 or email: jjone1@uis.edu.

Students with Disabilities and the Working WorldBy Kim RutherfordLearning Specialist, UIS Office of Disability Services

For a college student, finding a job in today’s working world is not easy.
It can be especially challenging for students with disabilities.

For students with a visible disability, sometimes it is difficult for potential employers to look past the disability during the interviewing process. It’s important for all students, including those with disabilities, to present themselves as competent and confident potential employees. Likewise, on-campus jobs, internships and community volunteerism are great ways for students to gain work experience, network and learn about responsibility and civic engagement. Sometimes a volunteering experience can transform into a job.

For UIS students with disabilities, the Office of Disability Services provides a program entitled Journey to Jobs (J2J). J2J is a mentoring program that connects UIS students registered with ODS with professionals in the community who have disabilities. The goals are to provide leadership opportunities, mentoring skills, and assist students to transition into more confident, empowered, and job-savvy individuals.

Gale Kilbury, assistant director of the Career Development Center, works with ODS students in J2J on interpersonal communication and interviewing skills. She emphasizes that speaking to employers about accommodations is an individual choice. J2J also works with the CDC to prepare students for the UIS Career Fair. Topics addressed include elevator pitch (summary of one’s qualifications in about the time span of an elevator ride), professional attire, and practice for job interviews.

Job Seeking Tips for Students with Disabilities
• Work on skills such as communication, social and interpersonal interaction, and interviewing techniques.
• Volunteer or complete an internship to gain experience.
• Know and accept your strengths and limitations.
• Be prepared to speak about your disability and any necessary accommodations.
• Be positive and confident.
• Promote your abilities.

Each year, the UIS Cox Children’s Center Celebrates “The Week of the Young Child.”

The purpose of the Week of the Young Child is to focus public attention on the needs of young children and their families and to recognize the early childhood programs and services that meet those needs.

The 2013 Week of the Young Child was April 14–20. This year the center’s theme was “Go Green: Recycling” which allowed the children to learn about recycling and help to keep our earth clean. Each classroom collected recyclable materials and created recycled art.

The Scholastic Book Fair was also a part of the week-long celebration. Scholastic brought in carts of books of all types and various school supplies to be sold. The center then received 40 percent of the profit in free books for the classrooms. A surprise visit from Clifford the Big Red Dog made the book fair complete.

Fitness Tip: How fast is fast enough when you’re walking to get and stay fit?By Jay Swenson
Assistant Director, Intramurals and Club Sports

Now that the weather is getting nice again, you may want to get outside and enjoy the sun with a nice walk. The question is, how fast should you be walking if you want to burn some fat?

The professional advice differs, but it all recognizes the importance of an adequate warm-up. Start by walking at an easy pace for five to 10 minutes, as this allows your body to prepare for the activity. If you just jump right in with a brisk walk, your body is only burning sugars, not long term fat.

Once you have that warm-up completed and your body is feeling good, pick up that speed a little. Scientifically, you want to get your target heart rate at about 60 to 70 percent of your maximum heart rate.

Now if you don’t have a heart rate monitor, that’s no problem. There are a couple easy ways to figure out a good pace that will help burn some of that body fat. First, walk at a pace where you can carry on a conversation while breathing noticeably. Second, Marilyn L. Bach in her book Shapewalking says, “It should feel as intense as when you are walking fast because you are 10 minutes late for an important appointment.”

Maybe all you need to do to lose weight, is to pretend that you are late!

The UIS Women’s Center on Friday hosted the annual “Take Back the Night” candlelight march, which protests rape and all forms of violence against women. The annual event empowers women and all people to reclaim their right to be part of the night and the human experience of night time. Take Back the Night included survivor stories, music, poetry and t-shirts. The event was co-sponsored by UIS Residence Life, the UIS Women’s Issues Caucus, LLCC Feminist Activist Coalition, and the Enos Park Neighborhood Improvement Association. Partial funding was provided by the UIS Student Government Association.

Julio Salgado (http://juliosalgado83.tumblr.com/) and Arianna Salgado (Immigrant Youth Justice League/Chicago) break the silence about undocumented and queer youth during a UIS observance of the national “Day of Silence.”
At UIS, the LGBTQA, Latino and Hispanic, and the differently labeled communities say they stand together in encouraging “marginalized, undocumented and individuals with disabilities to come out of the shadows and embrace their identities.” Sponsors of Day of Silence included the ECCE Speaker Series, Office of Disability Services, Organization of Latin American Students; and the LGBTQA Resource Office.

Beth Nahlik, new Associate Director of Student Life, says she has received a “warm welcome back” to UIS. Beth was the first ACUHO-intern for the Department of Residence Life in the summer of 2007.

Between 2007 and 2013, Beth completed her master’s degree at Florida State University and moved on to work at the University of Florida. Most recently, she was the Assistant Director for the Center for Leadership & Service at the University of Florida. At the University of Florida, Beth says, “ I spent many hours engaged in lively work around active citizenship, leadership, student training and development, and crisis management.”

Beth and her husband, Andrew, moved to the Springfield area in fall 2012, when he was hired as an economics professor at Illinois College in Jacksonville.

Of her new position at UIS, Beth says, “I am incredibly excited to serve in this position and work towards more engagement, involvement, and learning on campus. My philosophy is to challenge all students to realize their leadership potential and push students to work towards positive sustainable change.

“Please feel free to shoot me an e-mail or stop the Student Organization Center to say hello. I’d love to hear any thoughts you have about how I can be most effective in this position.”

Mary presented “What is Good Leadership: Case Studies and Discussion on Ethical Leadership.” Van’s presentation was on the theme of organizational development: “Recruiting and Building an Effective Team”. He co-presented with Dr. Katherine Krajovic of Webster University.

“It was a great experience. The energy level was so high with the student organization leaders that were present and eager to attend the training sessions,” said Van.

Mary said she encouraged UIS students to attend sessions presented by student affairs professionals from other schools and “ to take this opportunity to gain different perspectives and bring new ideas back to UIS.”

“We plan to continue attending SOLD and hope to help out with this program in the future. We would love to take more students,” she added.

Please join the Department of Residence Life in congratulating the 2013-2014 Residents Assistant staff.

The number of qualified applicants outweighed the positions available-- which made choosing students to fill these leadership positions no small feat. UIS has many extraordinary students with extraordinary potential and talent.

The development of these leaders starts with campus partnerships that help students actualizes their potential and identifies their talent. These types of partnerships are the roots of Student Affairs; this continued encouragement helps leadership blossom. To the colleagues who help develop these awesome people for this rewarding and challenging roles of resident assistants, thank you!

The UIS Food service has completed renovations in the Food Emporium dining and serving areas as well as the Capitol Perks lounge area.
Renovations began last December with the installation of a new vinyl floor, media wall, new tables and chairs, wood paneling, tile pillars and new colors.
Geoffrey Evans, director of UIS Dining Services, said Food Service hopes the renovations will offer a more inviting, contemporary and comfortable feel to the facilities.

Directions:
In a heavy skillet, bring the beer, celery salt and garlic to a boil. Add bratwurst, reduce heat and simmer for 20-25 minutes or until firm and cooked through.
Drain bratwurst. Grill over medium heat or broil for 2-3 minutes on each side or until browned. Serve on toasted buns with Cole Slaw.